PEDAGOGIC STRATEGIES FOR PHYSICAL EDUCATION FOR THE PREPARATION OF STUDENTS FOR ENEM

Abstract

The article analyzes the tensions and impacts on the pedagogical practice of Physical Education teachers from seven schools with good performance in National Secondary Education Examination (Enem), after inserting this curricular component in the exam. With a qualitative character, it is an exploratory research that takes the narratives of seven high school Physical Education teachers, linked to the Department of Education of the state of Espírito Santo, Brazil. The results show that teachers, despite being part of the same teaching network, have different ways of doing their pedagogical practice, according to the demands of each school unit, aiming at preparing students with the skills and competences required by Enem. It concludes that Enem brought new demands to schools, resulting in didactic-methodological strategies discussed in collective planning. At the same time, the entry of Physical Education in this exam has generated responsibilities for teachers to prepare students, prepare questions for the Enem simulations and ensure their integration with other curricular components.